Literaturnachweis - Detailanzeige
| Autor/inn/en | Atuase, Diana; Maluleka, Jan |
|---|---|
| Titel | Are Libraries up to the Task? Bridging the Gap between Libraries and Distance-Learning Students in Ghana |
| Quelle | In: Journal of Library & Information Services in Distance Learning, 17 (2023) 3-4, S.100-115 (16 Seiten)
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| Zusatzinformation | ORCID (Atuase, Diana) ORCID (Maluleka, Jan) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1533-290X |
| DOI | 10.1080/1533290X.2023.2239221 |
| Schlagwörter | Foreign Countries; Academic Libraries; Distance Education; Library Services; College Students; Expectation; Library Materials; User Satisfaction (Information); Ghana |
| Abstract | The purpose of the study was to address gaps in the use of library information resources and services among distance learners. The study followed a pragmatic paradigm and employed a mixed-method research approach with a sequential explanatory design. A questionnaire was used to elicit information from 1,170 s-year distance learning students in undergraduate and postgraduate programs at the University of Education, Winneba, and the University of Cape Coast. The semi-structured interviews solicited the views of six librarians and twelve students. The data were analyzed using the SPSS program and thematic analysis. The study discovered that meeting distance learners' information expectations are the way to address gaps in their use of library information resources and services. The study suggested that academic libraries conduct frequent service delivery reviews and student information needs assessments to identify gaps and improve services to meet students' expectations. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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